Power Up! Meeting the Needs of Students and RtI

1. Power Up!Meeting the Needs of Students and RtI Our Journey to provide quality reading instruction to all students Greenland Elementary School Oconomowoc, WI

2. Greenland’s Team

3. Essential Principles of RtI: Universal Screening, early identification Intensive, research-based interventions Progress Monitoring, data based documentation Fidelity of Intervention Progression of Tiers of Intervention

4. Research principles from Richard Allington’sWhat Really Matters in Response to Intervention Reading volume and stamina Reader to Text match Very small intervention groups with expert teacher Double dose of reading volume and instruction Early intervention Best practice in the classroom at Tier One Support for ALL struggling readers

5. Critical Questions: • How will we increase the reading volume in our classrooms? • How will we provide the volume of independent level texts for our struggling readers to increase their volume? • How will we meet the needs of all of our readers who need a double dose? • How will we provide a double dose for our special education students?

6. Important Decisions: Where do we start? • Begin with Tier One: classroom instruction. • Improving our knowledge and implementation of best practice in reading instruction. • Create a data wall that provides information and opportunities for critical conversations. • Find a way to use current resources and time to provide intervention and support for all students.

7. Greenland’s “Power Up” • Research of the Intervention Block • Looking at changes to the building schedule • Creating opportunities for critical conversations and building a PLC • Using the data wall to make critical choices about where to implement Power Up • Building a staff commitment to Power Up

8. The Challenge Continues… • Finding opportunities for continued staff development. • Finding resources in both people and materials without additional funding. • Making difficult choices regarding the number of students who receive intervention. • Finding a way to move intervention beyond reading.

9. One of our main conclusions:The Importance of Effective Teachers and Teaching in Intervention “No school with mediocre classroom instruction ever became effective just by adding a high quality remedial or resource room program. We have added more instructional aides, more specialist teachers, and more computers and software programs, while ignoring powerful evidence on the importance of high quality classroom teaching.” Allington & Johnston, 2000; Bembry, et. al., 1998; Ferguson, 1991; Pressley, et. al., 2000

10. Year One Data Wall • Workshops/Visitations • WSRA RtI Workshops • Washington School for Comprehensive Literacy format, Sheboygan WI • Grade level Data Meetings • Create Data Wall

11. Create Data Wall • Four columns • Exceeding • Meeting • Approaching • Below 5 Rows Color coded for each grade level

12. DATA WALL LEVELS - BY QUARTER - 2009-2010

13. Insert picture of data wall

17. Insert data codes picture

19. Insert picture of individual data card that is layered

21. Intervention notes…1st Grade Creating flexible groups Teacher: Intervention Session:

22. Intervention Notes… 4th grade Creating flexible groups Teacher:Session dates:

23. Grade 1 demo group chart

24. Grade 4 demo group chart

25. Who, When, Where, What…??Who is available? Classroom teachers Reading Specialist Resource teachers Special Education teachers Principal Literacy Coaches

26. With title one funding Available staff 3-- 1st grade teachers 1-- reading specialist 3—title one part time intervention teachers 2– Special Ed teachers 1—Learning resource 1 Principal 3- 3rd grade teachers Total 14 Without funding Available staff 3– 1st grade teachers 1—reading specialist 1—special Ed teacher 1—Learning resource 1—Principal 3—4th grade teachers Total 10 Staffing Differences

27. When will this take place? Scheduling concerns (nightmare)One half hour block of time 3, 4 or 5 times a week IMPORTANTPlan from the very beginning.What are you willing to move around?What are you willing to give up?

28. Where?What areas in your building are available for small groups and large groups?

29. What? Decide what’s the best instruction to meet the needs of your individual group.

30. Views from Grade One - Gail • Student’s needs before Power Up • Power Up—double dose • Planned instruction—Extension of Reader’s • Workshop • Changes • Successes… • Increases in: • Reading Volume • Stamina • Confidence • Less Stigma • Reading behavior and motivation • Students see themselves and others as readers

31. Views from Grade Four - Jenny • 1st Thoughts • Classroom Implications • Needed changes • Materials • Small group guided reading plus • Large group • Classroom instruction • Challenges • Differences in children • This year

32. Views from Special EducationKris …Special Education Perspective • Change in Philosophy • Opportunity for Double or Triple Dose • Sharing Responsibilities

33. Views from data analysis – Jenifer • Collect Data– Decide what information we needed. • Provide enough information in an easy to read manner. • Structure of graphs • Include all students • Easy to follow the progress of any student over time.

34. F Tier 1 = Best practice classroom instruction; all students receive Tier 1. GR+ Enrichment GR+ ERE Reading Extension Comprehension Ending Benchmarks K – C 1st– I 2nd– L/M 3rd– P/P+ 4th– S/T RTI Data Chart 2010 - 2011 Greenland Elementary School Oconomowoc, WI Developed by Jenifer Melton

35. Tier 1 = Best practice classroom instruction; all students receive Tier 1. Reading Extension Enrichment ERE D Fluency Ending Benchmarks K – C 1st– I 2nd– L/M 3rd– P/P+ 4th– S/T GR+

36. Insert Bibliography Bibliography of Professional Materials Books Allington, R. L (2009). What Really Matters in Response to Intervention: Research-Based Designs Boston, Allyn & Bacon. Allington, R.L (2006). What Really Matters for Struggling Readers: Designing research-based programs (2nd. Ed). Boston, Allyn & Bacon. Boushey, G. & Moser, J (2006) The Daily 5: Fostering Literacy Independence in the Elementary Schools, Portland, MA., Stenhouse. Boushey, G. & Moser, J (2009) The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction,Portland, MA., Stenhouse. Buffum, A., Mattos., M., Weber, C. (2009). Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don’t Learn. Bloomington, IN, Solution Tree. Dorn, L. & Soffos C. (2005). Teaching For Deep Comprehension: A Readers Workshop Approach , Portland, MAStenhouse. Johnson, P. & Keier. K (2010). Catching Readers Before They Fall: Supporting Readers Who Struggle, K-4, Portland, MA., Stenhouse Serravallo, J., (2010), Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers, Portsmouth, NH., Heinemann. CHOICELITERACY.ORG

37. Bibliography cont. Materials Dorn, L .& Soffos, C. (2009). Interventions That Work: Guided Reading Plus Groups, Boston, Allyn & Bacon. Fountas & Pinnell (2007). Leveled Literacy Intervention Systems. Portsmouth, NH, Heinemann. Fountas & Pinnell ( 2005) Benchmark Assessment Systems, Portsmouth, NH, Heinemann. Other Valuable Resources Washington Charter School, Sheboygan, WI. RtI Web Site READINGRESOURCE.NET

38. Greenland Elementary School: Contact Us Phone: (262) 560-8105 Website: http://www.oasd.k12.wi.us/ Presenters Dianna KresovicPrincipal Katie Lindner Reading Specialist Gail Willey First grade teacher Jenny Laabs Fourth grade teacher Kris Harper Special Education Jenifer Melton Learning Resource Suzanne Schauer Reading Specialist (Retired)

39. Thoughts from our students… How does Power Up help with your reading? (short video of 1st grade students presented)